Evaluating the Environmental Factors Impacting an Inclusive Early Childhood Classroom

Introduction

Building a safe and welcoming community for kids is crucial to their development. Based on the criteria outlined in the module five lecture notes and resources, the article “How Can You Create a Learning Environment that Respects Diversity,” and the “Quality Environment Checklist,” I will evaluate an early childhood classroom environment observed in this essay. Indoor and outdoor spaces will be assessed for quality and inclusive design according to physical, temporal, and interpersonal criteria. I will also offer suggestions for enhancing the classroom setting to encourage diversity and inclusion.

Evaluation of Outdoor Environment

Physical Environment

The outdoor environment was well-planned and provided a variety of areas for active and quiet play (Liu et al., 2022). There was a happening play area with climbers, slides, and swings and an open space for running and playing with balls and hoops (Schwartz, 2023). The outdoor environment also had a dramatic play area, an art area, a science and nature area, and a sand and water area (Claiborne et al., 2020). However, no site was preserved for riding toys and wagons, which could have been a useful addition to the outdoor environment (The Access Center, 2011). The outdoor setting was well-maintained, and the surfaces were a mix of grass and hard surfaces, which provided a good balance of cushioned and tight areas.

Temporal Environment

The temporal environment refers to the structure of the day, the daily schedule, and the routine. A consistent and predictable pattern offers children a sense of security and comfort (Claiborne et al., 2020). They know what to expect, and they know what comes next. The daily schedule should balance active and quiet times and teacher-directed and child-initiated activities (The Access Center, 2011). The temporal environment should promote children’s independence, problem-solving, and socialization skills (Liu et al., 2022). Children should be allowed to choose their activities and be involved in planning their daily routines. The schedule should be flexible enough for spontaneous learning opportunities, such as a new interest sparked by a child or an unexpected visitor. In the observed classroom, the daily schedule was posted on the wall, which included a balance of active and quiet times. The program was consistent, and the children knew what to expect daily (Schwartz, 2023). The teacher also provided opportunities for children to make choices and participate in planning the daily routine. However, there were no signs of spontaneous learning opportunities during the observation. Thus, the classroom needs to include more options for child-initiated learning.

Interpersonal Environment

The interpersonal environment encompasses all classroom relationships, including between adults and children, children and children, and adults and adults. Establishing a positive academic environment where children feel safe, secure, and supported is vital (Claiborne et al., 2020). The teacher should establish warm and responsive relationships with the children and create an atmosphere of trust and respect (Schwartz, 2023). Children should be encouraged to develop positive relationships with one another through cooperative learning activities and opportunities for group work. The teacher should model appropriate communication and problem-solving skills to promote positive social interactions. The teacher established warm and responsive relationships with the children in the observed classroom. The children were comfortable with the teacher and actively engaged in the activities (The Access Center, 2011). The teacher also encouraged positive relationships among children by providing cooperative learning and group work opportunities (Claiborne et al., 2020). However, there were no signs of cultural diversity or inclusiveness during the observation (Liu et al., 2022). The classroom must offer more opportunities for children to learn about the variety and promote positive interactions among children from different cultures.

Conclusion

The observed early childhood classroom met most criteria for a quality and inclusive environment. The physical environment was well-designed, providing various opportunities for children to learn and explore. The outdoor environment had many interest areas, and the indoor environment had all the required interest areas. The temporal domain provides a consistent routine, but the classroom needs to include more opportunities for child-initiated learning. The interpersonal environment was warm and responsive, but the classroom requires further opportunities for children to learn about cultural diversity and promote positive interactions among children from different cultures. Therefore, the classroom must enhance its inclusiveness and diversity by including cultural diversity in the curriculum, promoting positive social interactions, and providing more opportunities for child-initiated learning.

Recommendations

The following are several suggestions to enhance the quality and diversity of the observed classroom:

1. The tutor should entail cultural variety in the class work and offer chances for learners to be aware of various cultures.
2. The classroom must offer further opportunities for child-initiated learning to uphold children’s autonomy and problem-solving capabilities (Schwartz, 2023).
3. The instructor should uphold positive social associations among pupils from various backgrounds by establishing collaborative class activities and teamwork.
4. The classroom must offer prospects for spontaneous learning, like an unexpected visitor or a new interest sparked by a pupil (The Access Center, 2011).
5. The classroom should have a well-designed serene area where pupils can engage in independent acts like reading, writing, and art (Liu et al., 2022).
6. The class instructor should comment positively and inspire pupils to take risks and attempt innovative things.
7. The class setting should encompass various materials that depict diversity and inclusivity, such as literary publications, toys, and art resources (Schwartz, 2023).
8. The instructor should create positive communication and problem-solving competencies among pupils by establishing appropriate class behavior (The Access Center, 2011).

References

Claiborne, L., Morrell, J., Bandy, J., Bruff, D., Smith, G. & Fedesco, H. (2020). Teaching Outside the Classroom. Vanderbilt University Center for Teaching.

Liu, L., Saeed, M. A., Abdelrasheed, N. S. G., Shakibaei, G., & Khafaga, A. F. (2022). Perspectives of EFL learners and teachers on self-efficacy and academic achievement: The role of gender, culture and learning environment. Frontiers in psychology, 13.

Schwartz, I. (2023). What can teachers do to make the classroom environment more conducive to children’s learning and development? Page 1: Early Childhood Environments. Vanderbilt.edu.

The Access Center. (2011, August 4). Literacy-Rich Environments. Reading Rockets. https://www.readingrockets.org/article/literacy-rich-environments